You are here:

Knowledge-Building Activity Structures in Japanese Elementary Science Pedagogy

, , , , , , ,

IJCCL Volume 1, Number 2, ISSN 1556-1607


The purpose of this study is to refine Japanese elementary science activity structures by using a CSCL approach to transform the classroom into a knowledge-building community. We report design studies on two science lessons in two consecutive years and describe the progressive refinement of the activity structures. Through comparisons of student activities on- and off-line, it was found that the implementation of a CSCL environment facilitated students' idea-centered activity. The task requirement for students to engage in collective and reciprocal activities reflecting on their own ideas was also effective if it required students to use their conceptual understanding for producing something concrete.


Oshima, J., Oshima, R., Murayama, I., Inagaki, S., Takenaka, M., Yamamoto, T., Yamaguchi, E. & Nakayama, H. (2006). Knowledge-Building Activity Structures in Japanese Elementary Science Pedagogy. International Journal of Computer-Supported Collaborative Learning, 1(2), 229-246. Retrieved March 6, 2021 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.